TABLE OF CONTENTS - Lindbergh School District

Concept D: Microevolution
Identify examples of adaptations that may have resulted from
variations favored by natural selection (e.g. long-necked
giraffes, long ears on jackrabbits)
(4.3.C.b; 7.1.B/C/D/E)
Concept E: Microevolution
Explain how environmental factors (e.g., habitat loss, climate
change, pollution, introduction of non-native species) can be
agents of natural selection. (4.3.C.d; 4.3.C.e)
Concept A: Classification
Describe the modern classification system: taxa, binomial
nomenclature, and five kingdom system (prokaryote,
eukaryote). (3.1.E.b; 8.2.B)
Concept B: Classification
Define species in terms of the ability to breed and produce
fertile offspring. (4.3.B.a)
Concept C: Classification
Explain how similarities used to group taxa might reflect
evolutionary relationships (e.g. similarities in DNA and protein
sequences, internal anatomical features, and patterns of
development). (3.1.E.a; 8.2.B)
Concept D; Classification
Explain how and why the classification of any taxon might
change as more is learned about the organisms assigned to that
taxon. Examples: Bacteria Kingdom; Protist Kingdom;
characteristics that make up certain classes/phyla such as bats,
dolphins, whales, penguins, turtle (3.1.E.b; 8.2.B)
Students will participate in a lab-based
activity where students observe survival
advantages of certain variations (Feeding
Adaptation Lab, Peppered Moth Lab,
Breeding Bunnies Lab)
(1.2, 1.3, 1.6, 1.8, 3.2, 3.4, 3.5, 4.1, SC3,
SC4)
Students will read articles and identify how
the environment affects natural selection.
(1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, SC3)
Students will complete a web quest where
they will identify and categorize species into
taxa and kingdoms.
(1.2, 1.4, 1.5, 1.6, 1.7, 1.8, SC3)
Students will participate in a classroom
discussion.
(2.3, 3.5, SC3)
Students will examine embryos of various
species and determine which are most
closely related and why.
(1.5, 1.6, 3.5, SC3)
Students will participate in a classroom
discussion. Students will be given images
and/or specimens of various animals and
asked to categorize its kingdom, phylum,
and class based on observations alone. Then
students will discuss other characteristics
and recategorize the animals.
(1.5, 1.6, 1.8, 3.5, SC3)
Students will choose from a set of
scenarios and determine how the
process of natural selection has
changed the population over time.
Given a scenario describing an
environmental change, hypothesize
why a given species was unable to
survive.
Students will complete a taxonomic
chart for a group of organisms.
Students will show their
understanding of the concept “a
species” by answering a variety of
questioning methods on a test.
Students will compare specimens and
analyze which are most closely
related and why.
Students will demonstrate their
proficiency in using a dichotomous
key.
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